Health Sciences and Practice Subject Centre

Health Sciences and Practice Subject Centre
Mini-Projects
2001 – 2007
www.health.heacademy.ac.uk
Published by:
Higher Education Academy
Room 3.12 Waterloo Bridge Wing
Franklin Wilkins Building
King’s College London
150 Stamford Street
London SE1 9NH
ISBN No. 0-9542440-8-7
Correspondence to:
Dr. Irja Haapala Helen Bulpitt
Address as above. Address as above.
Email irja.haapala@kcl.ac.uk Helen.bulpitt@kcl.ac.uk
©Higher Education Academy

Contents
Introduction ...............................................................................................................3
Mini-Projects by Theme ............................................................................................5
e-Learning.............................................................................................................7
Interprofessional Education (IPE).......................................................................21
Involving Service Users and Carers in Education ..............................................27
Mental Health......................................................................................................29
Nursing Issues ....................................................................................................31
Staff Development ..............................................................................................37
Student Learning ................................................................................................39
Mini-Project Application Process……………………………………………………… 49

Epilogue ..................................................................................................................51
Index by Keyword ...................................................................................................53
Index by Author ..................................................................................................... 55
2
Introduction
The Mini-project scheme was launched in 2001. The scheme aims to improve the
experience of learning and teaching in higher education for learners, teachers and
the organisational cultures in which they operate. The aim is to develop
scholarship and debate about how to best improve learning and teaching practice,
through commissioning reviews of literature, policy, and studies of the experience
of teachers and learners in a variety of learning environments. The term ‘mini’ is to
describe the funding available not the quality of the work!
The mini-project scheme is inclusive. Novice researchers and developers can

apply with little or no experience, if they are appropriately supervised. Experienced
researchers and developers can apply, using the scheme to pilot larger initiatives
or build upon work previously undertaken. For instructions on how to apply, please
visit our website: http://www.health.heacademy.ac.uk/projects.
While the scheme has been open to all research and development ideas in the
past, the 2007 call was open to two specific project strands. The first was
“Involving Service-users and Carers and other stakeholders” and the other ‘E-
learning’ which had two calls to tender: “Mapping exercise on the use of e-
portfolios” and “Scoping e-learning and the development and use of e-learning in
Health Sciences and Practice”. We fund between 3 and 12 projects annually
depending on need and funds available. In 2007 we funded six projects. To date,
we have supported 33 Mini-projects to completion and are currently supporting 17
projects, 50 in total.
This publication presents a short description of each project with comments on

learning points and future developments on all those completed by February 2007.
Current projects are also listed under each area of interest. Although grouped into
themes, these reports also have a broader appeal. Please browse through them.
For this publication, the completed project leaders were asked to provide some
learning points, which would serve as “take home messages” and useful guidelines
for other mini-project holders. They were also asked to highlight some related
developments that had taken place since the completion of the project. These may
include places of further publication or dissemination, work that is underway or
further work which needs to be completed.
We hope that you find this publication helpful and informative.
Margaret Sills
Academic Director
3
4
Mini-Projects by Theme
Mini-Projects funded by the Health Sciences and Practice Subject Centre between
2001 and 2007 are grouped here in alphabetical order under the following themes:
e-Learning; Interprofessional Education (IPE), Mental Health, Nursing Issues,
Involving Service Users and Carers, Staff Development and Student Learning.
However, many of these reports also have a broader appeal and may relate to
several of the themes. Please browse through them.
Completed projects are described in short and a link to the corresponding full
report is provided. Projects for which a structured, invited abstract was not
available at the time of this publication are listed under the themes with a link to
corresponding full report.
Current projects are listed under the themes, and as soon as they are complete,
their full reports will also be made available on our web site:
www.health.heacademy.ac.uk/projects/miniprojects
5
6
e-Learning
Completed Projects in e-Learning Page
Online Courses In The Therapies Survey. 9
Denis Anthony De Montfort University. June 2002.
Learning To Use The Internet As A Study Tool - How Do Available 10

Resources Meet Student Needs And Priorities?
Carol Bond, David Fevyer & Chris Pitt, Bournemouth University. June 2005.
Interprofessional Computer Assisted Learning. 11

Colleen Connor, University of Wales institute Cardiff. July 2003.
An Evaluation of Web-Based PEBL for an Inter-professional Graduate 12

Entry Programme. Celia Goreham, City University. October 2005.
Using A Think-Aloud Protocol To Evaluate An On-Line Resource For 13

Nursing Students.
Karen Gresty, University of Plymouth. November 2005
E-Learning Support For Interprofessional Education In Health And

Social Care (ELSIE). 14
Dawn Leeder, University of Cambridge. March 2007.
An Evaluation Of Online Training In The NHS Workplace. 15

Neil Hall, Patricia Harvey, Liz Meerabeau. University of Greenwich.
March 2004.
How Do Diverse Groups Of Learners In The Health Sciences Respond 16

To A New Virtual Learning Experience.
Susi Peacock, Queen Margaret University College, January 2006.
Development Of An Online Sociology Of Health And Illness Module 17

For A Number Of Health Professional Courses.
Dominic Upton, University of Wales Institute, Cardiff. March 2004.
Putting Post Registration Nursing Students Online: Important Lessons 18

Learnt From A Small-Scale Study. Heather Wharrad, Elaine Cook &
Cherry Poussa, Nottingham University. February 2004.
Reusable Learning Objects In A Post-Registration, Nurse Prescribing 19

Course (ROWEN).
Heather Wharrad, Fiona Bath-Hextall, Nottingham University. August 2006.
7
Current Projects in e-Learning
An Investigation Into The Factors Supporting Healthcare Education

Providers' Use Of E-Portfolios
Linsey Duncan-Pitt, University of Wolverhampton.
Due December 2007.
Using Web Based Multimedia, Simulated And Virtual Practice To Assess

Students Professional Practice Skills
Mary Gobbi, University of Southampton.
Due: December 2007.
An Evaluation Of The Intergration Of All The Students Online In Integrated

Curricula Project (SONIC) Materials Across Pre-Registration Curricula In A
Faculty Of Health And Social Care
Moira McLoughlin, University of Salford.
Due December 2007.
Development, Implementation And Evaluation Of An E-Learning Module In

Evidence-Based Healthcare Practice
Abbie McKenna, University of Ulster.
Due December 2007.
Scoping E-Learning; Use And Developmment In Health Sciences And

Practice
Pam Moule, University of the West of England, Bristol.
Due December 2007.
A Virtual Practice Community For Student Learning And Staff Development

In Health And Social Work Inter-Professional Education; Changing Practice
Through Collaboration
Janet Scammell, Bournemouth University.
Due December 2007.
8
Online Courses In The Therapies Survey
Contact: Denis Anthony De Montfort University

Tel: +44 (0)116 2013909 Mary Seacole Research Centre
Email: danthony@dmu.ac.uk School of Nursing and Midwifery
Charles Frears Campus
266 London Road
Published: June 2002 Leicester E2 1RQ
Full Report: http://www.health.heacademy.ac.uk/projects/miniprojects/anthony.pdf
Key Words: Allied Health Professions, E-Learning, Virtual Learning Environment
Project Abstract
This project involved conducting a survey to identify the online courses in therapy
education. The population surveyed was schools of Radiography, Podiatry,
Occupational Therapy, Physiotherapy and Speech & Language Therapy in the UK.
The survey also identified barriers and bridges to creating online courses,
packages used to create them, and the potential for online courses to therapists.
There is considered to be a role for online courses in the therapies, though as a
support for, rather than replacement of traditional courses. The therapies are less
enthusiastic than nursing about the use of online courses, and are concerned that
the practical skills needed should not be offered via online courses. If online
courses are to succeed, appropriate resources need to be in place, these include
staff development.
Learning Points
• Schools running online course are not yet in a position to evaluate; in
general, evaluations remain positive with at worst mixed student reaction.
• There are many virtual learning environments used, but two predominate:
WebCT and BlackBoard.
• Online courses are more suited to post basic courses than undergraduate
studies.
• Online courses are especially useful in niche areas with typically widely
geographically spread students.
Further Developments
1. Anthony DM (2003) Online courses in nursing and midwifery: comparisons with
allied healthcare professions. British Journal of Healthcare Computing &
Information Management 20 (1) 28-30.
2. Anthony DM (2002) Online courses in the therapies survey. ITIN 14 (4) 13-25.
3. Anthony DM et al. Diversity of students in an online course. Diversity in health
and social care. 2006 (work in progress).
9
Learning To Use The Internet As A Study Tool - How Do Available
Resources Meet Student Needs And Priorities?
Contact: Carol Bond Bournemouth University

Tel: +44 (0)1202 967356 Institute of Health and
Email: cbond@bournemouth.ac.uk Community Studies
Bournemouth House
Christchurch Road
Published: June 2005 Bournemouth BH1 3LG
Full Report: http://www.health.heacademy.ac.uk/projects/miniprojects/bond.pdf
Key Words: E-Learning, Linking Teaching and Research, Health and Social Care
Project Abstract
This project aimed to identify the resources that are available to help students
develop the skills that they need to effectively use the Internet as a resource during
their studies, to identify the elements of a study guide that were of importance to
the students and produce a tool to help them select appropriate sources of
guidance. Structured internet searches were carried out through Google and
Yahoo to locate web based tutorials and information sites excluding commercial
software packages but including online catalogues of major publishers to identify
hard copy study guides. Focus groups revealed that students’ lack of IT skills, or
lack of confidence in the skills that they have, needs to be addressed to enable
them to maximise their use of all the resources available to them. Their reluctance
to use online resources to help them develop their information skills could result in
their missing some excellent educational support mechanisms.
Learning Points
• Having set out to establish what students wanted in an online resource this
study found that what was most wanted was human support when
problems were encountered.
1. Bond CS, Fevyer D, Pitt C (2006) Learning to use the Internet as a study tool:
a review of available resources and exploration of students’ priorities. Health
Information and Libraries Journal. 23 189-196. Available at:
http://www.blackwell-synergy.com/doi/full/10.1111/j.1471-1842.2006.00656.x
2. Bond C, Fevyer D, Pitt C (2004) Student reactions to online tools for learning
to use the internet as a study tool: Outside the comfort zone? Australasian
Society for Computers in Learning in Tertiary Education, ASCILITE 2004
Beyond the Comfort Zone. Perth, Australia, December 2004.
Available at: http://www.ascilite.org.au/conferences/perth04/procs/bond.html
10
Interprofessional Computer Assisted Learning
Contact: Colleen Connor University of Wales Institute

Tel: +44 (0)29 20416026 Cardiff, LTDU
Email: cconnor@uwic.ac.uk Colchester Avenue Campus
Cardiff CF23 9XR
Published: July 2003

Full Report: http://www.health.heacademy.ac.uk/projects/miniprojects/connor.pdf
Key Words: E-Learning, Interprofessional Education, Virtual Learning, Evaluation,

Work Based Learning
Project Abstract
The aim of the project was to evaluate computer mediated communication within
the delivery of a post-graduate module that focused on inter-professional
collaboration. The perceived need for such a project arose from a combination of
professional and pedagogic reasons. In particular, the potential of flexible delivery
and asynchronous discussion was being recognized in higher education and,
simultaneously, discussions were taking place in healthcare regarding the
capacity of ICT to facilitate professional collaboration.
Learning Points
• Flexibility was increased and students’ time patterns, in terms of when they
used CMC, differed widely. This taught me to appreciate the time and
place independence of the approach and to recognise the importance of
such flexibility for busy professionals. It is not always easy to fit into the
structured learning timetables of higher education institutions.
• Some students were able to develop workplace communication systems
from the experience. This made it all the more meaningful and such
transfer of knowledge should be consciously ‘designed in’ to professional
programmes.
• The permanence of written discussion and asynchronous element of CMC
supported deeper levels of reflection and greater transparency of group
processes. This was valuable in learning about collaboration and essential
for the development of self reflective practitioners.
• The project also allowed me to reflect on my own practice and to realize
the value of constantly asking why we deliver educational experiences in a
particular way and to be alert to alternatives.
Since completing the project (in 2002) it has been published in Innovations in
Education and Teaching International (Volume 40, Number 4/November 2003) and
the findings were presented in several conferences.
11
An Evaluation of Web-Based PEBL for an Inter-professional Graduate
Entry Programme
Contact: Celia Goreham City University

Tel: +44 (0)20 70407441 Health Care Education
Email: c.m.goreham@city.ac.uk Development Unit
20 Bartholomew Close
London EC1A 7QN
Published: October 2005
Full Report: http://www.health.heacademy.ac.uk/projects/miniprojects/goreham.pdf
Key Words: E-Learning, Interprofessional Education, Nursing, Virtual Learning
Project Abstract
The project aimed to evaluate the perceptions of students and facilitators of their
use of web based bulletin boards to support Problem Enquiry Based Learning
(PEBL) in a graduate entry programme for nurses and medical students. The
evaluation used a multi-method approach and was based on the principles of
Guba and Lincoln’s (1989) 4th generation evaluation. Analysis of the on-line
discussion was based on Salmon’s (2000) 5 stage model of Computer Mediated
Conferencing (CMC). Findings indicated that both students and facilitators felt the
PEBL programme was excellent, specifically the bulletin boards were felt to
enhance learning and helped students to develop an understanding of working in
interprofessional groups. There were a number of technical and organizational
issues that detracted from the smooth running of the web based PEBL which
acted as distracters from learning. For facilitators, the project team's assumptions
about their e-learning experience and skills were challenged early on in the project
and highlighted the need for staff development and support. Analysis of the
bulletin board conversations showed some discussions at stage 4 knowledge
construction.
Learning Points
• Keep talking to your fellow project members, and write down and circulate
what was agreed.
• Everything takes longer than you had anticipated.
• Give presentations, it helps your learning and dissemination of the project.
• Find time to read the literature as early as possible.
1. Two articles are under way; one related to the findings of the project and the
other about the need for staff development.
2. Graphics/photos are being included to illustrate the PEBL scenarios in order to
encourage students to develop observational skills.
12
Using A Think-Aloud Protocol To Evaluate An On-Line Resource For
Nursing Students
Contact: Dr Karen Gresty
Tel: +44 (0)1752 232901 University of Plymouth
Email: kgresty@plymouth.ac.uk School of Biological Sciences
Dr Debby Cotton Drake Circus
dcotton@plymouth.ac.uk Plymouth PL4 8AA
Published: November 2005

Full Report: http://www.health.heacademy.ac.uk/projects/miniprojects/gresty.pdf
Key Words: E-Learning, Nursing
Project Abstract
This study aimed to address some of the evaluation issues associated with e-
learning and to provide an insight into the effectiveness of e-learning. We adopted
an alternative methodological approach (a think-aloud protocol) in which students
were observed using an online resource and their real-time comments were noted.
Learning Points
• Obtaining ethical approval can be the rate-limiting step of data collection;
secure it as soon as possible after funding is obtained.
• When working collaboratively, have a clear idea of who will be responsible
for each part of the project and stick to agreed deadlines.
• The volume of qualitative data amassed can be quite intimidating: remain
focused on what you originally set out to analyze and achieve.
• Keep up to date with the published literature and try to attend relevant
conferences to share findings and to inform developments.
• Writing the final report is different to writing an article for publication (due
to the different criteria that need to be addressed), so budget time
accordingly.
1. Cotton D, Gresty K (2006) Reflecting on the think aloud method for evaluating
e-learning. British Journal of Educational Technology 37(1) 45-54.
2. Cotton DRE, Gresty KA (2006) The rhetoric and reality of e-learning: Using the
think-aloud method to investigate student use of an online resource. Submitted
for publication in Assessment and Evaluation in Higher Education.
3. Presentations: Exploring students’ experience of online learning using the
think-aloud method. The Society for Research into Higher Education
Conference, Edinburgh University, 2005; Research in E-learning: How can it
be improved? H.E. Academy Annual Conference Heriot-Watt University, 2005.
4. A re-examination of the data to investigate student support issues is planned.
13
E-Learning Support For Interprofessional Education In Health And Social
Care (ELSIE)
Contact: Dawn Leeder University of Cambridge

Tel: +44 (0)1223 765363 RLO-CETL
Email: dawn@ucel.ac.uk 1st floor
16 Mill Lane
Cambridge CB2 1SB
Published: March 2007
Full Report: http://www.health.heacademy.ac.uk/projects/miniprojects/leeder.pdf
Key Words: Reusable Learning Objects, E-learning, Calculations,

Interprofessional Education, Problem-based learning, case studies
Project Abstract
The aim of this project was to develop a series of interactive and engaging web-
based reusable learning objects (RLOs) featuring animations to enhance
understanding of complex concepts; interactive exploration of interprofessional
issues; and video clips of case vignettes to support the facilitation of
interprofessional learning through problem-based learning. The RLOs were further
developed based upon peer-reviews. Student (n=3) use and opinions of the RLO,
assessed via observation, online and questionnaires and a focus group discussion,
were very positive and encouraging. The components of this project will provide
many opportunities for creative redeployment in many interdisciplinary teaching
and learning settings. The video clips are particularly reusable.
Learning Points
• This was a short project with a modest budget that has produced enduring
and high quality outputs thanks to the whole-hearted participation of a
committed interdisciplinary community of practice.
• A semi-structured focus group evaluation with a small group of students
elicited responses that a web-based form would not.
• The scope of the project has meant that it has not been possible to carry
out evaluations of the other two learning objects to this level of detail.
• The video clips are of exceptionally high quality and the role-playing
abilities of academic staff were surprisingly professional.
1. All the RLOs are downloadable at
http://www.health.heacademy.ac.uk/projects/miniprojects/completeproj.htm
2. All the resources created for the project are available on the RLO-CETL
(http://www.rlo-cetl.ac.uk ) website and will be uploaded to JORUM
(http://www.jorum.ac.uk ), the national repository, to ensure sustainability.
3. The resources will be richly metadata indexed using controlled vocabularies.
4. The components and resources will be actively promoted to the RLO-CETL
community in to encourage uptake and reuse.
14
An Evaluation Of Online Training In The NHS Workplace
Contact: Elizabeth Meerabeau University of Greenwich

Tel: +44 (0)20 83319150 School of Health and Social Care
Email: e.meerabeau@gre.ac.uk Avery Hill Road
Greenwich SE9 2UG
Published: April 2004

Full Report: http://www.health.heacademy.ac.uk/projects/miniprojects/meerabeau.pdf
Key Words: E-Learning, Work Based Learning, Bio-medical scientists
Project Abstract
In this project seven biomedical online modules were designed, developed and
tested for healthcare scientists. Stakeholders included NHS funders and the HPA;
evaluation was funded by the HEA. Evaluation data on opinions and use of the
WebCT-based modules were gathered from authors, developers, tutors, NHS
training officers and students via interviews, online questionnaires, automated
computer logs and email surveys. Students were positive about the effectiveness
of WebCT, the module content, the range of computer skills required, the variety of
software used in learning activities and the enthusiasm and support provided by
the tutors. Training Officers in the partnership hospital trusts commended the
initiative as timely and well-suited to a busy and unpredictable workplace.
Learning Points
• Establishing and maintaining a team to ensure that all interested parties
had input into the direction and management of the project.
• Creating a focal point for information to liaise between authors, students,
tutors, accrediting bodies, and the University services.
• Supporting students as individuals; ensuring that they do not become
isolated and that online training is seen as a positive method of learning.
1. The modules are now run live and student numbers continue to grow across
NHS trusts. Development of further online modules has been ongoing.
2. An accredited MSc in Biomedical Science (Online) has been established.
3. Harvey PJ et al. On behalf of the BioMed Online Consortium: Can workplace
experts adopt online methods to support workplace training requirements?
3rd European Conference on e-Learning, Paris, 2004.
4. Harvey PJ, Cookson B, Meerebeau E, Muggleston D. Biomedical Online
Learning: The route to success, EJEL 2 (2) December 2004.
5. Working Together - the BioMed Online Learning Project, Biomedical Scientist,
February 2005
15
How Do Diverse Groups Of Learners In The Health Sciences Respond To
A New Virtual Learning Experience
Contact: Susi Peacock Queen Margaret University

Tel: Clerwood Terrace
Email: speacock@qmuc.ac.uk Ediburgh
EH12 8TS
Published: January 2006

Full Report: http://www.health.heacademy.ac.uk/projects/miniprojects/peacock.pdf
Key Words: Allied health professions, E-learning, Physiotherapy, Virtual Learning

Environment, Online Discussions, Online Learning
Project Abstract
This qualitative study focused on providing a detailed analysis into the experience
of two specific and differing physiotherapy student cohorts and their tutors who
were new to using a virtual learning environment. The study sample consisted of
59 students from two student cohorts studying Physiotherapy at QMU, and five of
their tutors. Research methods included individual in-depth interviews, focus
groups and questionnaires. The findings of this study provide us with some insights
into students’ attitudes to e-learning with a VLE and provide some guidance for
tutors who are moving to this new learning environment.
Learning Points
• The manner in which tutors used the VLE reinforced students’ perceptions
of their role in the learning process and what learning entails.
• Tutors need to focus on what students will do with their online learning
artefacts to encourage independent learning.
• Researchers are not neutral and cannot entirely disassociate themselves
from the subject area placed under scrutiny.
1. Paper: Peacock S (2007) “E-learning in physiotherapy education” accepted for
publication in Physiotherapy.
2. Presentations at QMU WebCT Winter and Summer Schools for staff
development.
3. We are now implementing an ePortfolio across the institution and evaluating its
impact from both the tutor and student perspective as part of the ISLE
(Individualized Support for Learning through ePortfolios) project
(http://isle.paisley.ac.uk/default.htm).
16
Development Of An Online Sociology Of Health And Illness Module For A
Number Of Health Professional Courses
Contact: Dominic Upton University of Worcester

Tel: +44 (0)1905 855517 Institute of Health, Social Care
Email: d.upton@worc.ac.uk & Psychology
Henwick Grove
Worcester WR2 6AJ
Full Report: http://www.health.heacademy.ac.uk/projects/miniprojects/uptonf.pdf
Key Words: Allied Health Professions, Nutrition, Dietetics, Health Sociology,

E-Learning
Project Abstract
The sociology of health and illness is a key component to many health professional
courses taught throughout Higher Education Institutions in the UK. This study
produced on-line teaching material in the sociology of health and illness and
explored student opinions, performance and student group differences in these
while using the new material. It also explored variables to predict success and
engagement with the on-line module. Data from students (n=118) across a variety
of health and social science disciplines (nutrition, dietetics, speech and language
therapists, community studies and podiatrists) were favourable, yet more negative
in the podiatry group. Among all, there was some reluctance to develop an
independent learning style. Male students tended to benefit from the course more
than their female colleagues.
Learning Points
• Producing on-line materials are resource intensive;
• Students differ in their ability to access online materials and what they get
from the material;
• Evaluation projects are important in developing educational material;
Published papers have explored the value of the project in dietitians, speech
therapists and podiatrist. These have been published in peer-reviewed journals.
17
Putting Post Registration Nursing Students Online: Important Lessons
Learnt From A Small-Sale Study
Contact: Heather Wharrad, Elaine Cook, University of Nottingham

Cherry Poussa School of Nursing
Tel: +44 (0)115 8230909 Queens Medical Centre
Email: heather.wharrad@nottingham.ac.uk Nottingham
NG7 2HA
Published: February 2004
Full Report:
http://www.health.heacademy.ac.uk/projects/miniprojects/wharradcook.pdf
Key Words: Nursing, E-Learning
Project Abstract
This paper analyses the use of a web site set up in September 2001 providing
electronic resources and discussion forum for part-time post-registration nursing
students (n=20) on a degree course. The number of hits, barriers to use, and ways
to overcome those barriers were explored through questionnaires (90% response
rate), web site user information and focus groups (4 students). In this study, 7
students agreed that the website had encouraged them to use a computer and of
these 5 felt that using the website had enhanced their computing skills. It was
recognised that all students would need to develop both skills and confidence in
utilising computer technology in order not to be disadvantaged. Skills development
needs to be threaded through the course so students become effective on-line
learners as advocated by Salmon (2002) in her 5-step model.
Learning Points
• Consider arranging workshops on e-tutoring so that all staff are aware of
the pedagogy and best practice in teaching and learning on-line and will
provide the interactivity on the discussion forum that the students demand.
1. We have now developed a website for the whole of the post registration
programme. Discussion forums are available on all pathways and we also
assess contributions from on-line student discussion as part of the summative
assessment for a critical care module.
2. Article: Wharrad HJ, Cook E, Poussa C (2005) Putting Post-Registration
Nursing Students On-Line: Important Lessons Learned, Nurse Education
Today 25 (4) 263-271.
18
Development and Evaluation of Web-Based Electronic Resources and
Discussion Forum for Part-Time Post-Registration Nursing Students
(ROWEN)
Contact: Heather Wharrad; University of Nottingham

Fiona Bath-Hextall School of Nursing
Tel: +44 (0)115 8230909 Queens Medical Centre
Email: heather.wharrad@nottingham.ac.uk Nottingham
NG7 2HA
Published: August 2006
Full Report:
http://www.health.heacademy.ac.uk/projects/miniprojects/wharrad_ROWEN.pdf
Key Words: E-Learning, Nursing, Reusable Learning Objects, Non-Medical

Prescribing
Project Abstract
Evaluations from students on a non-medical prescribing course and concerns from
tutors about the students’ level of understanding of pharmacology concepts were
addressed by developing a series of web based reusable learning objects (RLOs).
RLOs were gradually introduced to successive cohorts to reinforce the face to face
sessions. Student feedback and perceptions of their understanding of the
pharmacology concepts were measured using questionnaires. The RLOs had an
impact on all the students during the course and five students (out of 10 followed-
up by telephone interview after one year) reused the RLOs when they had
completed the course and returned to nursing practice. The results also suggest
that RLOs may help the weaker or less confident students with understanding of
pharmacology because since RLOs have been available no students rated their
understanding of the specific concept as ‘Bad’ or ‘Very Bad’.
Learning Points
• Production management needs to be carefully coordinated to ensure that
specification writing, peer review processes, formative student evaluations
etc are timely. The time taken to do this as the production team gets bigger
shouldn’t be underestimated.
• Rigorous peer review at the written specification stage saves costly
changes once the RLO is in media form.
1. This work has been disseminated widely via UCeL workshops and more
recently Centre for Excellence in Teaching & Learning in RLOs workshops.
Also a presentation at AMME in 2004 (Bath-Hextall, Wharrad & Lymn, 2004).
2. HEFCE funding was obtained to become a partner in a RLO-CETL. There are
many other projects underway involving development and research into the
design and use of RLOs.
3. The produced RLOs are being used widely both nationally and internationally.
19
20
Interprofessional Education (IPE)
Completed Projects in IPE Page

The Identification of Core Topics of Health Care Ethics That Can Be 22
Taught Through IPE.
Helen Aveyard, Oxford Brookes University.
March 2003.
Interprofessional Education: Today, Yesterday and Tomorrow 23

(Revised).
Hugh Barr, The UK Centre for the Advancement of Interprofessional
Education (CAIPE).
Published as Occasional Paper 1 in the Subject Centre Series, March 2002.
Reprinted June 2005.
A Critical Review of Evaluations of Interprofessional Education. 24

Della Freeth, Marilyn Hammick, Ivan Koppel, Scott Reeves, Hugh Barr.
Prepared by JET (Interprofessional Joint Evaluation Team).
Published as Occasional Paper 2 in the Subject Centre Series.
October 2002.
Evaluating Interprofessional Education: A Self-Help Guide. 25

Della Freeth, Scott Reeves, Ivan Koppel, Marilyn Hammick, Hugh Barr.
Published as Occasional Paper 5 in the Subject Centre Series. March 2005.
Breaking Bad News: An Interdisciplinary Educational Development 26

Pilot Project For Students of Nursing and Midwifery.
Ann Wakefield, The University of Manchester.
November 2002.
Current Projects in IPE

Development of A Programme To Facilitate InterProfessional Stimulation-
Based Training For Final Year Undergraduate Healthcare Students
Guillaume Alinier, University of Hertfordshire.
Due December 2007.
Evaluating Student Learning In An Interprofessional Curriculum: The

Relevance Of Pre-Qualifying Interprofessional Education For Future
Professional Practice
Kathy Pollard, University of the West of England, Bristol.
Due December 2007.
21
The Identification of Core Topics of Health Care Ethics That Can Be Taught
Through IPE
Contact: Dr Helen Aveyard Oxford Brookes University

Tel: +44 (0)1865 482695 School of Health and Social Care
Email: haveyard@brookes.ac.uk Jack Straws Lane
Oxford OX3 0FL

Full Report: http://www.health.heacademy.ac.uk/projects/miniprojects/aveyard.pdf
Key Words: Ethics, Interprofessional Education
Project Abstract
This project aimed to identify core topics of health care ethics that could be taught
through an interprofessional approach to pre-registration education. Five nominal
group technique workshops were run with academic teaching staff from different
professional disciplines in our university (nursing branches, occupational and
physiotherapy). Seven core topics of health care ethics that are common across all
disciplines were identified: ethical theory, professional duty of care, informed
consent and patient refusal, confidentiality, vulnerable patient, research ethics and
rationing. However participants in all workshops identified the need for case
studies used in teaching and learning to be specific to the clinical setting
encountered by the student. Despite the identification of common core topics,
caution should be taken when seeking to integrate these into an interprofessional
pre-registration programme. There is evidence from other studies that students
have difficulty in transferring knowledge from one context to another. In view of
this, an interprofessional approach to health care ethics teaching to a group who
do not encounter shared clinical ethical encounters may be inappropriate.
Learning Points
• There was no single approach concerning how ethics is perceived by staff
who teach throughout the curriculum. Some perceived ethics to be practice
based activity whilst others regarded it as more theoretical.
• There was strong agreement that ethics teaching should be context
specific; learning should reflect the experience of the individual students.
• Attention should be given to determining the context of teaching and
ensuring that profession-specific teaching materials and examples are
available where appropriate.
This project was written up as a paper: Aveyard H, Edwards SJ, West S (2005)
The identification of core topics of health care ethics that can be taught through
interprofessional education Journal of Interprofessional Care vol 19 (1) 63-69.
22
Interprofessional Education Today, Yesterday and Tomorrow
Contact: Hugh Barr c/o Adam Hamilton

Tel: Journal of Interprofessional Care
Email: barrh@wmin.ac.uk Kingston University and St
George’s
Grosvenor Wing, Level 2, Rm 37
st Cranmer Terrace
Published: June 2005 (1 printed Jan 2002) London SW17 0RE
Full Report:
http://www.health.heacademy.ac.uk/publications/occasionalpaper/occp1revised.pdf
Key Words: Interprofessional Education, Health and Social Care
Project Abstract
The Learning and Teaching Support Network for Health Sciences and Practice
commissioned this review from the UK Centre for the Advancement of
Interprofessional Education (CAIPE) to help teachers engage effectively in
interprofessional (IPE) education. The guide reviews arguments for shared
learning for health and social care professions in the Government workforce and
training strategy – collaboration, substitution and accelerated career progression –
noting concern expressed by universities and their teachers to clarify ends and
means. Examples are given of work and college-based interprofessional education
before and after qualification designed to modify attitudes, secure common
foundations and competency-based outcomes. The paper focuses upon
interprofessional education in the UK with reference to all four countries, but
stopping short of discussion of policies and practices in each.
Learning Points
• Appraising my own understanding
• Identifying gaps for future remedy
• Capturing a complex subject succinctly
• Addressing multiple audiences
• Generating a joint agenda for action
1. This project was published as an Occasional Paper No 1 in the Higher
Education Academy Health Sciences and Practice Subject Centre series.
2. Editing case studies prepared by the four English pilot sites for pre-registration
common learning.
3. Reviewing the historical development of IPE education in the UK up to 1997.
4. Systematic reviews of evaluations of interprofessional education with ‘JET’.
5. Editing supplements for the Journal of Interprofessional Care.
6. Commissioning texts as Editor of the ‘Partnership for Health’ series for Wiley
Blackwell.
23
Critical Reviews Of Evaluations Of Interprofessional Education
Contact: Della Freeth City University

Tel: +44 (0)20 7040 5751 Health Care Education
Email: d.s.freeth@city.ac.uk Development Unit
London EC1A 7QN
Full Report:
http://www.health.heacademy.ac.uk/publications/occasionalpaper/occasionalpaper02.pdf
Project Abstract
This critical review of evaluations of interprofessional education, based on a
systematic review of Medline (1964-2001), CINAHL and the British Education
Index was conducted by a multidisciplinary team to create shared understandings
and rigorous procedures. The (mainly North American) studies identified mostly
focused on post-registration continuing professional development usually occurring
within the workplace or an employer’s training facilities. Fewer than 30% of studies
included pre-registration students, often in a service delivery setting rather than the
university. Within a focused set of higher quality studies the evaluation designs
were dominated by variants of before-and-after studies. Few studies addressed the
longevity of any changes detected. Studies evaluating university-based
interprofessional education tended to focus on learners’ reactions, attitudes and
perceptions, or less frequently, knowledge and skill. Studies evaluating
interprofessional education that augmented a quality improvement initiative tended
to focus on behavioural change, organisational change and patient benefit. Studies
based on quantitative data and limited interpretation dominated.
Learning Points
More prospective studies and more longitudinal studies, as well as more
interpretive and critical studies would be beneficial.
2. It was part of a larger project resulting in Occasional Paper No. 5 in the Higher
Education Academy Health Sciences and Practice Subject Centre series 2005.
3. This review was updated and extended for a book published in association
with CAIPE: Barr H, Koppel I, Reeves S, Hammick M, Freeth D. Effective
interprofessional education: argument, assumption and evidence. Oxford,
Blackwell, 2005.
24
Evaluating Interprofessional Education: A Self-Help Guide
Contact: Della Freeth City University

Tel: +44 (0)20 7040 5751 Health Care Education
Email: d.s.freeth@city.ac.uk Development Unit
London EC1A 7QN
Date: March 2005
Full Report:
http://www.health.heacademy.ac.uk/publications/occasionalpaper/occp5
Project Abstract
This self-help guide, commissioned through the ‘mini-projects’ scheme of the
Higher Education Academy Health Sciences and Practice Subject Network,
contains ideas and resources on the evaluation of interprofessional education in
the context of health and social care. The guide also contains a glossary, which is
an important feature especially in IPE where different disciplines use different
terms. Some of the content is nevertheless sufficiently generic to be of interest to
people working in other fields of educational evaluation. There are extensive
suggestions for further reading.
Learning Points
This guide was developed in response to the findings of an earlier mini-project
reviewing evaluations of IPE, which was published as Occasional Paper No. 2 in
the Higher Education Academy Health Sciences and Practice Subject Centre
series in 2002. (See mini-project ‘Critical Reviews of Evaluations of
Interprofesional Education’ (OP 2) on page 21).
2. Themes from this guide were developed and expanded for a book,
published in association with CAIPE: Freeth D, Hammick M, Reeves S,
Koppel I and Barr H (2005) Effective Interprofessional Education:
Development, Delivery and Evaluation.
25
Breaking Bad News Training in an Interprofessional Setting: A Curriculum
Innovation
Contact: Dr Ann Wakefield University of Manchester

Tel: +44 (0)161 2757007 School of Nursing Midwifery
Email: ann.b.wakefield@manchester.ac.uk & Social Work
Building 3, Coupland Street
Manchester M13 9PL
Published: July 2003
Full Report:
http://www.health.heacademy.ac.uk/projects/miniprojects/wakefield.pdf
Key Words: Interprofessional Education, Nursing, Medical Education
Project Abstract
Over two half-day interprofessional learning sessions medical and nursing students
were encouraged to learn specific communication skills associated with ‘breaking
bad news to patients and relatives’. Educational processes were augmented by the
use of simulated patients. The evaluation strategy examined not only whether the
students considered the educational approach useful or threatening but also how
they felt about working with simulated patients. The innovation was evaluated in
detail in order to establish whether integrating the medical and nursing curriculum
in this way would be feasible and beneficial for future healthcare students.
Learning Points
• Interprofessional educational opportunities require considerable co-
ordination and co-operation from all those involved.
• Students find interprofessional learning particularly stimulating but do not
want to learn in a totally collaborative educational environment but rather
engage in discipline specific learning which is supplemented by
interprofessional elements at key points in the curriculum.
• There is a need for a stronger evidence base to highlight the benefits and
pitfalls of interprofessional learning.
• Educational facilitators and students found the approach useful for diverse
groups of students to work and learn together.
• Simulated patients provided students with one of the most powerful
educational learning tools to help them see the impact of their interactions
and comments.
1. We have published from the Breaking Bad News study at international
conference and in several international journals. References online at:
http://www.nursing.manchester.ac.uk/staff/publications/index.aspx?ID=1201.
2. We are now helping to embed interprofessional learning within the entire
faculty.
26
Involving Service Users and Carers in Education
Completed Projects in Service Users and Carers

None at time of print.
Current Projects in Service Users and Carers

Listening To Users And Carers Who Have Limited Communication Capacity
Or Skills
Liz Anderson, University of Leicester.
Due December 2007.
In Our Shoes: A User And Carer Led Teaching Module

Susan Benbow, Staffordshire University.
Due December 2007.
Involving Users And Carers And Other Key Stakeholders In The Development
Of Curricula For The Care Of Older People
Phillip Clisset, University of Nottingham.
Due December 2007.
Exploring The Needs Of Service User Involved In Planning And Delivering

Mental Health Services And Education
Marjorie Lloyd, North East Wales Institute of Higher Education .
Due December 2007.
27
28
Mental Health
Completed Projects in Mental Health Page

Graduate Primary Care Mental Health Workers: The Process Of 30
Introducing The Role Into Primary Care Trust
John Strain, Nimmi Hutnik, Jane Gregory & Gemma Bowers, University of
Surrey. September 2006.
Current Projects in Mental Health

Evaluation of Programme Leading To Bsc In Mental Health Studies (Nursing
And Social Work)
Jenny Weinstein, Mental Health Department, London South Bank University.
Due September 2008.
29
Graduate Primary Care Mental Health Workers: The Process Of
Introducing The Role Into Primary Care Trusts
Contact: John Strain University of Surrey

Tel: +44(0)1428 602976 School of Arts, Communications
Email: j.strain@surrey.ac.uk and Humanities
Austin Pearce Building
University of Surrey Guildford
Published: October 2006 Surrey GU2 7TE
Full Report: http://www.health.heacademy.ac.uk/projects/miniprojects/strain.pdf
Key Words: Mental Health, Clinical Practice, Primary Care Mental Health
Workers, New Roles, Organisational Change, Practice Learning
Project Abstract
Primary Care Mental Health Workers were recently introduced into the NHS to
provide brief therapeutic interventions, strengthen the information base of mental
healthcare services available to clients and the community and assist in practice
outcome measurement. To understand the adoption process of this new role,
Primary Care Mental Health Workers in six Primary Care Trusts (PCT) completed
activity reports. The most common area of employment was in practice audit and
evaluation. Less time was devoted to mental health promotion and, with the
exception of one PCT, very little time was given to clinical work.
Three distinct models of adoption of the new role were identified: a precision skill
model (limited and strictly defined clinical encounters), a knowledge co-ordination
model (limited face to face clinical encounters) and a limited clinician model (role
holders as apprentice clinicians).
Learning Points
• The training for new clinical roles which have no professional association
needs to address the pressures faced by role holders from other
established clinical professions;
• Understanding organisational change needs to figure in the training of the
new role;
• There is scope for a category of research that can be done more quickly
than full high quality research but goes beyond management audits.
A follow up study twelve months later confirmed the validity and value of the three
category adoption process, although there were significant differences in the
employment profile.
30
Nursing Issues
Completed Projects in Nursing Issues Page

Development Of A Good Practice Guide For Mentors. 32
Gina Finnerty, Rosemary Pope & Helena Knowles, University of Surrey.
March 2005.
A Study To Evaluate First Year Student Nurses' Use Of A National 33

Numeracy Resource To Develop Key Skills For Nursing Practice.
Carol Hall, Christopher Jones, David Hilton, Sian Davies, Iain MacDiarmid.
University of Nottingham. October 2005.
A Realistic Evaluation Of Undergraduate Perceptions Of The 34

Definition, Operationalisation And Effect Of Supernumerary Status.
Brian McGowan, University of Ulster, June 2005.
Competence in practice-based calculation: issues for nursing 35

education. A critical review of the literature, NHS Education for
Scotland.
Mike Sabin, Napier University. Published as Occasional Paper 3 in the
Subject Centre Series, December 2002.
Current Projects in Nursing Issues

Critical Thinking Disposition And Public Health Nurse Education
Fiona Begbie, Robert Gordon University.
Due December 2006.
Exploration Of The Needs And Experiences Of The Student With The

Dyslexia In Clinical Practice, And How Best They Could Be Supported
Anna Crouch, The University of Northampton.
Due August 2007.
Promoting Independent Skills Aquisition In Practical Allied Health Education:

A Student Centred Approach In Neuromusculoskeletal Physiotherapy (Pre-
Registration)
Nicky Wilson, University of Southampton.
Due October 2007.
31
Development of a Good Practice Guide for Mentors
Contact: Gina Finnerty University of Surrey

Tel: +44 (0)1483 683144 CRNME
Email: g.finnerty@surrey.ac.uk Duke of Kent Building
Guildford
Surrey GU2 7TE
Full Report: http://www.health.heacademy.ac.uk/projects/miniprojects/finnerty.pdf
Key Words: Mentoring, Assessment, Nursing, Midwifery, Practice Learning
Project Abstract
In this study nine mentoring trainees from four NHS trusts participated in two focus
groups to help us test and further revise a Good Practice Tool developed by the
University of Surrey. Findings from the focus groups indicated that a tool for
specific use by mentors in the education audit process could be a positive
development. Where implemented, the tool will need to be used in an organic way,
demanding regular referral and revisions by mentors, continually assessing the
local learning and teaching support needs. It is envisioned that this tool will
complement current evaluations of practice settings. Used as part of the audit
process, the tool has potential to stimulate dialogue around good practice in
teaching and learning in clinical settings.
Learning Points
• Structuring support in three sections was helpful to strengthen design of
the tool, i.e. learning support, social support and pastoral support.
• On reflection, too much emphasis was placed on the research process and
not on the tool or implications for practice.
• The tool has provided impetus locally to focus on developing mentors but
needed more accompanying guidance in order to be successfully
implemented
1. Posters presented at EIHMS Research Day, University of Surrey, June 2004
and oral presentation at Nurse Education Conference, Salford June, 2004.
2. Oral presentation. Development of a good practice tool for mentors in practice.
Hawaii International Conference on Education, January 2005.
3. The above research informed the new educational environment audit tool at
the University of Surrey (2006), and an ongoing working group to specifically
improve mentor development.
Electronic portfolios are being piloted locally with practitioners on the mentor
preparation module with a view to embedding more widely due to success of
mentors identifying their support needs and using peers and tutors in new ways.
32
A Study to Evaluate First Year Student Nurses' use of a National Numeracy
Resource to Develop Key Skills for Nursing Practice
Contact: Carol Hall University of Nottingham

Tel: +44 (0)115 9514448 School of Education
Email: carol.hall@nottingham.ac.uk Jubilee Campus
Wollaton Road
Nottingham NG8 1BB
Full Report: http://www.health.heacademy.ac.uk/projects/miniprojects/hall.pdf
Key Words: Nursing, Mathematics, Numeracy, Practice Learning
Project Abstract
This project evaluated an initiative established between a School of Nursing and a
College of Further Education to allow student nurses in their first year of the
Diploma in Nursing an opportunity to review their Mathematics skills using Adult
Numeracy Resources (ANR). A total of 142 students across three cohort groups in
one School of Nursing Education who had failed to meet a successful criteria of
70% in the School Assessment were offered access to the ANR or a traditional
intervention including group tutorials. Test scores showed a significant increase for
all students (p=<0.001) but no significant difference between the traditional tutorial
and ANR subgroups. Students identified books, family and ANRs as helpful
adjuncts to their learning. In respect of ANR materials, students felt increased
confidence in their mathematical ability. Whilst in nursing there needs to be caution
in supporting increased confidence without improved outcomes, there is some
benefit in the promotion of a positive learning cycle in mathematics for new
learners.
Learning Points
• Identify research assistants early in the project to extend their working
hours to work on a small project such as this one, rather than advertise
repeatedly and unsuccessfully for a small number of hours of work.
1. Maths in nursing-group has been established across the School of Nursing
during 2003/2004.
2. Papers presented at: Education and Technology for Health Research Centre
within the School of Nursing; Royal College of Nursing International Research
Conference in Belfast, March 2005; HEA Engineering, Dyslexia and
Dyscalculia Interest Group Conference, Loughborough University, April 13,
2005; The First International Conference on Assessment in Teaching and
Learning, The Polytechnic University of Hong Kong, June 2005.
33
A Realistic Evaluation of Undergraduate Perceptions of the Definition,
Operationalisation and Effect of Supernumerary Status
Contact: Brian McGowan University of Ulster

Tel: +44 (0)2890 366492 Room 12J18
Email: b.mcgowan1@ulster.ac.uk Jordanstown
Newtonabbey BT37 0QB
Published: June 2005

Full Report:
http://www.health.heacademy.ac.uk/projects/miniprojects/mcgowan.pdf
Key Words: Nursing, Practice Learning, Work Based Learning
Project Abstract
The evaluation set out to answer three questions:
1. What do students understand by the term supernumerary status?
2. How is supernumerary status implemented in their placements?
3. What effect does supernumerary status have on the students involved?
Focus groups were used to elicit the experiences of second year student nurses
about supernumerary status. Focus groups were recorded, transcribed and content
analysis was carried out to identify common themes. Data were subsequently
analysed according to the process described by Pawson & Tilley to fulfill the
criteria of a realistic evaluation. Students appeared to be generally well disposed
towards supernumerary status but an underlying lack of preparation and
explanation of the concept led to inconsistent experiences of it. Armed with this
misunderstanding the students invariably suffered from disappointment and
disillusionment in practice.
Learning Points
• Clarity of a shared definition of supernumerary status is required.
• Students require to be prepared for supernumerary status at an early
stage in their course.
• Clarity of expectation is of paramount importance.
• Reduction in confusion over supernumerary status paves the way for skill
acquisition and experience building to take place.
Further study with a larger/more experienced sample is required as is the
examination of the concept from the point of view of qualified staff and mentors of
students to facilitate a quasi-triangulation.
34
Competence in Practice-Based Calculation: Issues for Nursing Education –
A Critical Review of the Literature
Contact: Mike Sabin NHS Education for Scotland

Tel: +44 (0)131 2208676 3rd Floor
Email: Mike.Sabin@nes.scot.nhs.uk Hanover Buildings
66 Rose Street
Edinburgh EH2 2NN
Published: December 2002
Full Report:
http://www.health.heacademy.ac.uk/publications/occasionalpaper/occasionalpaper03.pdf
Key Words: Calculations, Numeracy, Nursing
Project Abstract
This critical review focused on the topic of competence in practice-based
calculation, and the implications for the nursing profession of research and practice
in this area. The report (published as an Occasional Paper No 3 in 2002) explored
and critically analysed the breadth of literature published on this topic and focused
on the mathematical calculation skills required for clinical nursing as a pre-requisite
to nurse registration. It reviewed studies indicating lack of proficiency both in the
student population and amongst registered practitioners, the links between
proficiency and subsequent clinical practice, and suggested an integrated
approach to improving mathematical knowledge and application in practice.
Learning Points
• The mini-project provided an opportunity for me to undertake a robust
exploration of a topic relevant to my work.
• The wide dissemination afforded by the LTSN/HEA network ensured the
work reached a broad audience.
• The project provided an excellent opportunity to establish links with other
practitioners and academics with related interests.
• Links between this work and subsequent projects were supported by the
LTSN/HEA structure.
• Provided a springboard for a larger programme of work looking at
supporting numeracy learning across the healthcare sector in Scotland.
In my subsequent project work within NHS Scotland, our stakeholder group has
recently completed a national consultation on the development of a healthcare
numeracy strategy and details of the current NES Numeracy projects can be found
at: www.nes.scot.nhs.uk/multi/#7. Whilst the recent project work is focused upon
the healthcare sector in Scotland, we have continued to maintain the link with the
HEA and collaborative partners across the UK.
35
36
Staff Development
Completed Projects in Staff Development

None at time of print.
Current projects in Staff Development

Developing Critical Thinking Skills In Healthcare Academics: A Staff
Development Approach
Stella Jones-Devitt, York St John College.
Due Spring 2007.
37
38
Student Learning
Completed Projects in Student Learning Page
An Evaluation of the Validity of Assessment Strategies Used to Grade 40
Practice Learning in Undergraduate Physiotherapy Students.
Lynn Clouder & Jane Toms, Coventry University. February 2006.
Exploring Learning And Teaching Ethics In The Nursing Curriculum. 41

Janet Holt, University of Leeds. June 2006.
To Identify and Disseminate a Shared Model of Best Practice for 42

Student Practice Placements to Enhance Student's Learning.
Karen Jeffers & Patricia McClure. University of Ulster. July 2003.
The Development Of A Distance Supervision Protocol For Allied 43

Health Profession Students On Practice Placements In Non-Traditional
Areas. Jill Jepson, Catherine Wells & Priti Biswas.
University of East Anglia. February 2006.
Student Nurses' Interpersonal Skills - An Exploration Of Teaching, 44

Research And Practice Issues.
Aled Jones, University of Wales Swansea, March 2003.
Collaborative Teamwork Skills: How Are They Developed Through 45

Interprofessional Education And Are They Applicable in the Practice
Setting. Frances Reynolds, Brunel University. April 2003.
How Effective Are Student Research Projects In Equipping Them To 46

Be Evidence-Based Practitioners?
Maggi Savin-Baden, Coventry University. November 2005.
A Qualitative Investigation to Explore the Development of Team 47

Working Skills in Undergraduate Physiotherapy Students in a Small
Group Setting. Susan Smith, Leeds Metropolitan University. March 2003.
Implementing Clinical Supervision for Complementary Therapy 48

Clinical Tutors: An Evaluation. Sylvina Tate, J. Richardson, O. Leonard,
J. Paterson.University of Westminster. February 2003.
Current projects in Student Learning
Adjustments for disabled students in health care: development of a national

web resource of case studies.
Shea Palmer, University of the West of England, Bristol. Due 2007.
39
An Evaluation of the Validity of Assessment Strategies Used to Grade
Practice Learning in Undergraduate Physiotherapy Students
Contact: Lynn Clouder University of Coventry

Tel: +44 (0)24 7688 7178 Faculty of Health and Life
Email: d.l.clouder@coventry.ac.uk Sciences
Priory Street
Coventry CV1 5FB
Full Report: http://www.health.heacademy.ac.uk/projects/miniprojects/clouder.pdf
Key Words: Allied Health Professions, Assessment, Linking Teaching &

Research, Physiotherapy, Practice Learning, Work Based Learning
Project Abstract
The aim of the study was to explore the validity of assessment strategies, a Clinical
Reasoning Viva in particular, used to assess practice-based learning within an
undergraduate physiotherapy programme in the UK. Our focus was on
establishing: face validity, content validity, construct validity and criterion-
referenced validity of assessment strategies. A qualitative methodology was
adopted in order to explore student, practice educator and university visiting tutor
perceptions of validity of assessment strategies. A total of 55 interviews were
conducted. Our findings provide evidence that continuous assessment of observed
performance should be accompanied by another form of assessment, preferably
oral in nature, which specifically tests students’ reasoning skills and thinking ability.
This type of an assessment was seen to add value by all stakeholders by driving
depth and breadth of learning and helping to ensure fitness for purpose.
Learning Points
• Face and content validity are relatively easy to establish with a qualitative
methodology; construct and criterion validity are more complex and require
further research.
• When assessment is perceived to add value the drive for efficiency in
assessment is less of an imperative.
1. Presentations at meetings and conferences held at Coventry University:
The Practice Learning and Support SIG Meeting on Assessment, March 2006;
Clinical Educators Forum, April 2006; Faculty of Health and Life Sciences,
Teaching and Learning Conference, June 2006.
2. Presentation at the EARLI SIG Assessment for Excellence Conference,
Northumbria University, 30th August-1st September 2006.
3. Paper under review: Clouder DL, Toms J (2006) The Impact of Oral
Assessment on Student Health Professionals Learning in Practice’ submitted
to Physiotherapy Theory and Practice.
40
Exploring Learning and Teaching Ethics in the Nursing Curriculum
Contact: Janet Holt University of Leeds

Tel: +44 (0)113 3431296 School of Healthcare Studies
Email: hcsjh@leeds.ac.uk Baines Wing
Leeds LS2 9UT
Published: June 2006

Full Report: http://www.health.heacademy.ac.uk/projects/miniprojects/holt.pdf
Key Words: Nursing, Ethics
Project Abstract
The aim of this project was to identify core ethics content, learning and teaching
methods and process of facilitation in the United Kingdom pre-registration nursing
curriculum. Questionnaires were returned from 47 of the 61 institutions providing
pre-registration nursing education (75% response rate). The results indicated that
the majority of ethics teaching is integrated into nursing modules, and lectures,
seminars, debates and case studies were the most common learning and teaching
strategies. Some shared learning takes place with other health care and medical
students, but its use is not widespread. Ethics is usually assessed through essays
and examinations, but 26% of institutions do not assess ethics as a discrete
subject. The subject was taught mainly by specialist lecturers in nursing or
healthcare departments. While 81% of institutions reported between one and ten
members of staff with taught Master’s degrees in either ethics or law, 49% reported
having between one and ten lecturers without any formal qualifications. There was
broad agreement on the inclusion of ethical theory in the curriculum and clinically
focused ethical subjects, but ethical issues raised by reproductive technologies
and genetics were less likely to be included in the curriculum.
Learning Points
• The importance of identifying appropriate key contacts willing to complete
the questionnaire before sending it out.
• Two interesting findings were that there is little evidence of shared learning
of ethics between healthcare students, and traditional learning, teaching
and assessment strategies are mainly used in the UK nursing curriculum.
1. Posters: Higher Education Academy Festival of Learning July 2005, Leeds.
Interdisciplinary Ethics Applied Centre for Excellence in Learning and
Teaching, University of Leeds, September, 2005.
2. Paper in preparation to be submitted to Nurse Education Today.
41
To Identify and Disseminate a Shared Model of Best Practice for Student
Practice Placements to Enhance Students’ Learning
Contact: Karen Jeffers University of Ulster

Tel: +44 (0)2890 366465 Faculty of Life and Health
Email: kmn.jeffers@ulster.ac.uk Sciences, Room 14L03
Shore Road
Newtownabbey
Published: July 2003 Co. Antrim BT37 0QB
Full Report: http://www.health.heacademy.ac.uk/projects/miniprojects/jeffers.pdf
Key Words: Allied Health Professions, Interprofessional Education, Practice

Learning, Work Based Learning
Project Abstract
This study recognises the need to explore placement requirements within and
between different healthcare programmes. The project aimed to:
1. examine current placement practice across several health professional
disciplines and geographical areas
2. develop a comparative profile of the range of health professional programmes
within one HEI and across different HEIs in one discipline (Occupational
Therapy)
3. obtain and analyse students’ views on the quality of the practice placement
experience and the practice educators’ views on placement and the quality of
support for their role
4. create through consensus a shared model of best practice for placement in
terms of preparation and support for both students and practice educators.
A number of essential criteria were discerned for a shared model of best practice.
The model identifies aspects in pre-placement, during placement and post
placement for both practice educators and students. The findings of this study
reinforce the importance of effective partnerships among Higher Education
Institutions, placement providers and students in securing and delivering high
quality placement experiences.
Learning Points
• Timetabling is an important factor in completing such a project.
• A detailed Gantt chart with defined tasks and deadlines can be helpful in
planning and completing a project.
This mini-project has a relationship with a 3 year FDTL phase 4 funded project
titled ‘Making Practice-based Learning Work’ in which the authors have been
contributors. See web-site www.practicebasedlearning.org
42
The Development Of A Distance Supervision Protocol For Allied Health
Profession Students On Practice Placements In Non-Traditional Areas
Contact: Jill Jepson University of East Anglia

Tel: +44 (0)1603 593586 School of Allied Health
Email: j.jepson@uea.ac.uk Professions
Norwich NR4 7TJ

Full Report: http://www.health.heacademy.ac.uk/projects/miniprojects/jepson.pdf
Key Words: Allied Health Professions, Assessment, Interprofessional Education,

Practice Learning, Work Based Learning
Project Abstract
The aim of the project was to evaluate and develop a protocol for the distance
supervision of students in role emergent placements i.e. placements which do not
routinely employ a profession specific supervisor. The project adopted an action
research methodology known as participatory evaluation to inform and improve
practice. Data was collected by individual interviews, transcribed and analysed by
the three researchers. The project showed that practice placements in role
emergent settings can be undertaken very successfully providing key issues are
planned for and organised early in the process. Findings of the project helped
develop a draft protocol to enable the student to undertake a learning experience
which addresses their personal and professional development, thus making role
emergent placements a viable practice experience.
Learning Points
• Establish a clear and realistic time frame for the project.
• Maintain a responsive overview.
• Communicate with the appropriate people in plenty of time.
• Clarify team roles and responsibilities.
• Use every opportunity to disseminate findings.
1. To date, the project has provided the material for three peer reviewed
conference presentations.
2. An AHP professional body has been informed by the findings when preparing
their position statement on role emergent placements.
3. The protocol has been adopted within the school to underpin new placement
experience in the private, voluntary and statutory services. This has increased
placement provision, and has assured quality within learning opportunities in a
range of current practice.
43
Student Nurses' Interpersonal Skills - An Exploration of Teaching,
Research and Practice Issues
Contact: Aled Jones Swansea University

Tel: +44 (0)1792 518531 School of Health Science
Email: aled.jones@swansea.ac.uk Glyndwr Building
Singleton Park
Published: March 2003 Swansea SA2 8PP
Full Report: http://www.health.heacademy.ac.uk/projects/miniprojects/jones.pdf
Key Words: Linking Teaching and Research, Nursing
Project Abstract
This study assessed the effectiveness of conversation analysis (CA) as a means of
evaluating and teaching student nurses communication skills; it aimed to better
understand the dynamics of student nurse-patient interaction and to gauge patient
evaluations of the interaction. Five student nurse-patient interactions were tape-
recorded on a variety of acute general wards and ten patients provided feedback
on a 14-point structured questionnaire adapted from the SEGUE framework. While
patient feedback reported largely patient-centred interaction, CA conversely
suggested that student nurses relied mostly on closed and leading questions. The
data collected during this study was successfully used as an educational
resource during lectures with undergraduate nursing students. Further questions
need to be asked regarding the positive evaluation of the patient questionnaire and
the less favourable picture of the interaction which emerges from the CA.
Learning Points
• How to plan and execute a research project, all within a finite time frame.
• How to write a report of a completed research project.
• How actually “doing research” is always different to textbook versions of
“doing research”.
• The willingness of patients and nurses to be participants even at difficult or
busy times.
1. Presentations: RCN International Nursing Research conference, Manchester,
2003; International Patient Participation in Education conference, University of
British Columbia, Vancouver, 2005.
2. Some of the work funded by the mini-project will also appear as part of a
research article which is in the process of being published by the Journal of
Clinical Nursing.
3. The work undertaken in the project was a “first-step” from which more data and
analysis have been undertaken and added to the mini-project work.
44
Collaborative Teamwork Skills: How Are They Developed Through
Interprofessional Education And Are They Applicable In The Practice
Setting?
Contact: Frances Reynolds Brunel University

Tel: +44 (0)1895 274000 School of Health Sciences and
Email: frances.reynolds@brunel.ac.uk Social Care
Uxbridge Campus
Published: July 2003 Uxbridge UB8 3PH
Full Report: http://www.health.heacademy.ac.uk/projects/miniprojects/reynolds.pdf
Key Words: Allied Health Professions, Interprofessional Education
Project Abstract
Do first-year allied health students perceive their learning and seminar group
experiences during a university-based interprofessional module as contributing to
their skills for participating in collaborative teams on placement? Two cohorts of
first year occupational therapy and physiotherapy students (2001-2 and 2002-3)
participated. Two questionnaire studies and one focus group study were
conducted each year to assess the carry-over of skills and attitudes from
university interprofessional education (IPE) to clinical teamworking. Students
reported that many aspects of IPE offered helpful preparation for teamworking on
placement, particularly participatory, group-based activities (e.g. problem-based
learning). Students who reported productive, supportive seminar group dynamics
at the end of the IPE module had more confidence for working in teams in the
clinical setting. However, when followed up after placement, they did not
necessarily retain these positive attitudes. Focus group discussions suggested
that university-based IPE offered a valuable toolkit of interpersonal skills that
enhanced participation in team working on placement.
Learning Points
• Students perceive active, collaborative learning activities as offering some
preparation for IPE teamworking in the clinical placement setting.
• Positive seminar group dynamics during IPE in the university setting help
to foster confidence for interprofessional working in the clinical setting.
• Students re-evaluate the clinical relevance of some university-based
learning activities (especially role play) after a placement experience.
• Students request more education about team dynamics and professional
roles during IPE to prepare for collaborative working on placement.
Further qualitative enquiry is needed to explore how students’ early experiences of
university-based IPE may influence later attitudes to working with other professions
on clinical placement, both positively and negatively.
45
How Effective Are Student Research Projects In Equipping Them To Be
Evidence-Based Practitioners?
Contact: Maggi Savin-Baden Coventry University

Tel: +44 (0)24 76887045 Learning Innovation Group
Email: m.savinbaden@coventry.ac.uk Priory Street
Coventry CV1 5FB
Published: November 2005

Full Report:
http://www.health.heacademy.ac.uk/projects/miniprojects/savinbaden.pdf
Key Words: Evidence-based practice, Linking Teaching and Research,

Allied Health Professions, Student Research projects
Project Abstract
This study explored the extent to which research projects met the aims espoused
in the BSc Occupational Therapy course document and compared how systematic
reviews and empirical studies equipped students (n=8) to be evidence-based
practitioners during their first year of practice. An illuminative evaluation framework
in conjunction with interpretative interactionism was used. The findings of this
project suggest that systematic reviews should be used more extensively across
health and social care curricula in the UK in order to improve the research
capabilities of future professionals and in order to build research capacity in
practice settings.
Learning Points
• National ethical procedures in health and social care remain problematic
for small scale studies.
• Students still find undertaking research projecs complex and troublesome.
• Many staff, even those with higher degrees, find supervising systematic
reviews at undergraduate level challenging.
• Further research is needed into group supervision at undergraduate level.
Since the project was completed further staff development has been implemented
to support tutors in group supervision and first year research method modules
have been improved.
46
A Qualitative Investigation to Explore the Development of Team Working
Skills in Undergraduate Physiotherapy Students in a Small Group Setting
Contact: Susan Smith Leeds Metropolitan University

Tel: +44 (0)113 2832600 School of Health & Human
Email: s.v.smith@leedsmet.ac.uk Sciences
Woodhouse Lane
Leeds LS1 3HE
Full Report: http://www.health.heacademy.ac.uk/projects/miniprojects/smith.pdf
Key Words: Allied Health Professions, Physiotherapy
Project Abstract
This research project was planned and undertaken to reflect the changing and
important agenda of developing team-working skills. Focus groups were
undertaken with fifty first-year students enrolled on the BSc (Hons) Physiotherapy
programme at Leeds Metropolitan University. The issues addressed via the semi-
structured framework of questions focused on students’ Belbin roles as a starting
point, the level of reflexivity within their team, experiences of working together in
small work groups, strategies they employed to complete the group assessment
task and maintain team satisfaction, cohesion and reflexivity. This study provided
qualitative data for managing future scenarios in BSc (Hons) Physiotherapy
students’ team work. The report presents recommendations for preparing students
for the team work and the related forms of assessment.
Learning Points
• Keep the design of the project simple
• Make sure you can fit the project into the specified time plan for the project
• Plan and allow some slippage time for delays
• Transcribing takes longer than you might anticipate
• Make sure the subject can link to practice.
1. Smith S (2005) Developing team working skills in Physiotherapy students.
International Journal of Therapy and Rehabilitation. Vol 12 (10) 454-461.
2. Therapy Weekly were also interested in the work and interviewed me for
Therapy Weekly Oct 2005, 20th edition, page 1.
http://www.therapyweekly.co.uk/
47
Implementing Clinical Supervision for Complementary Therapy Clinical
Tutors: An Evaluation
Contact: Sylvina Tate University of Westminster,

Tel: +44 (0)20 7911 3918 School of Integrated Health
Email: tates@wmin.ac.uk 9-18 Euston Centre
London NW1 3ET

Full Report: http://www.health.heacademy.ac.uk/projects/miniprojects/Tate.pdf
Key Words: Allied Health Professions, Tutoring, Clinical Supervision
Project Abstract
The overall aim of this project was to implement and evaluate a framework for
multidisciplinary clinical supervision within a complementary therapy setting. The
findings of this study represent the views of 36 clinic tutors and suggest that
participants especially valued being able to collaborate and share experience
across the different pathways. There is strong evidence that the clinical supervision
groups offered a supportive learning framework for the clinic tutors, and the
majority of participants felt that the pilot project enhanced reflection as general
good practice. Nevertheless, lack of time featured quite strongly as a potential
barrier to the process. The clinical supervisors all had a clear preference for a
multi-disciplinary approach but varied in their enthusiasm about clinical
supervision. There were clear pathway differences in support for and participation
in the process, which also relates to the tension inherent in teaching reflective
practice and clinical supervision to students when clinical tutors are themselves not
engaged in the clinical supervision process. The importance of 'role modelling' the
student experience was mentioned a number of times. Preparedness for the
clinical supervision experience and associated theoretical input requires further
discussion. Some of the findings seem to suggest that involvement in clinical
supervision enhances teaching, and that this ultimately impacts on the patient.
Learning Points
• Marketing and training is essential to the success of clinical supervision
• Work effectively with the committed; the skeptical will eventually join in.
• Be responsive and creative with approaches to the supervision process.
• Never make assumptions about participants’ knowledge base.
• Don’t take non-commitment personally; enjoy the process and have fun.
1. This project gave rise to an Occasional Paper (No. 4) by the Higher Education
Academy Health Sciences and Practice Subject Centre, published in March
2004, and several articles in peer-reviewed journals.
2. Clinical Supervision is now an integral part of clinic tutor development.
48
Mini–Project Application Process
Grants (usually about £5000) are available annually for new projects.
Normally the initial call for applications is publicised towards the end of May on the
HSAP website, quarterly newsletter and e-bulletin, with a closing date for
applications at the end of September. This allows projects to commence in
January of the following year.
A CV is required from at least the project leader and signatures required from the
department or school.
Final selection is made by our panel of reviewers using the following criteria:
• Need established
• Aims and objectives clearly specified
• UK Higher Education Institution or linked with a HEI
• Evidence of support from the institution (human and /or financial resources
allocated)
• Equality and equity issues addressed
• Value for money demonstrated
• Methodology justified
• Ethical issues addressed
• Clear evaluation strategy
• Clear dissemination strategy
• Student involvement where appropriate.
Matched funding or other institutional contributions would be advantageous.
Feedback is offered to every applicant.
The Mini-Project Process

Successful projects are assigned a named contact person from the subject
network.
Once funding has been agreed, payments are made in three parts:
• one at the outset of the project
• one on satisfactory completion of an Interim Report
• one on submission of a satisfactory Final Report by the agreed deadline
Information about the nature and content of these reports, as well as other
potential ‘products’ deriving from the projects, is given to current projects through a
combination of face-to-face meetings and information on our website.
www.health.heaacademy.ac.uk/projects
All completed projects are published on our website
49
50
Epilogue
We hope you have enjoyed the booklet and found information and ideas to support
you in your work.
This booklet and full reports on all completed projects are available to download
from the Subject Centre website: www.health.heacademy.ac.uk/projects
Thank you to Irja Haapala, Rosie Cannon and all the mini-project leaders for their
work in putting this publication together.
We welcome feedback on how the publication serves its purpose and how a future
publication on mini-projects might be improved.
Helen Bulpitt
Senior Learning and Teaching Adviser
Helen.bulpitt@kcl.ac.uk
Correspondence to:
Dr. Irja Haapala
Learning and Teaching Adviser
Email irja.haapala@kcl.ac.uk
Postal Address:
Higher Education Academy
Room 3.12 Waterloo Bridge Wing
Franklin/Wilkins Building
Kings’s Collge London
150 Stamford Street
London SE1 9NH
51
52
Index by Keyword
Keyword Page of related Mini-Project
Allied Health Professions 9, 16, 17, 40, 42, 43, 45, 46, 47, 48
Assessment 32, 40, 43
Bio-medical Scientists 15
Calculations 14,35
Case Studies 14
Clinical Practice 30
Clinical Supervision 48
Dietetics 17
E-learning 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19
Ethics 22, 41
Evaluation 11
Evidence-based Practice 46
Health and Social Care 10, 23, 24, 25
Health Sociology 17
Interprofessional Education 11, 12, 14, 22, 23, 24, 25, 26, 42, 43, 45
Linking Teaching and Research 10, 40, 44, 46
Mathematics 33
Medical Education 26
Mental Health 30
Mentoring 32
Midwifery 32
New Roles 30
Non-medical Prescribing 19
Numeracy 33, 35
Nursing 12, 13, 18, 19, 26, 32, 33, 34, 35, 41, 44
Nutrition 17
Online discussions/learning 16
Organisational Change 30
Physiotherapy 16, 40, 47
Practice Learning 30, 32, 33, 34, 40, 42, 43
Primary Care Mental Health Workers 30
Problem-based Learning 14
Reusable Learning Objects 14, 19
Student Research Projects 46
Tutoring 48
Virtual Learning Environment 9, 16
Virtual Learning 11, 12
Work-based Learning 11, 15, 34, 40, 42, 43
53
54
Index by Author
A F
Alinier G Fevyer D
IPE, 21 e-Learning, See Bond C
Anderson L Finnerty
Involving Service Users and Carers, 27 Nursing Issues, 32
Anthony D Freeth D
e-Learning, 9 IPE, 24,25
Aveyard H
IPE, 22
G
B Gobbi M
e-Learning, 8
Barr H Goreham C
IPE, 23, See Freeth D e-Learning, 12
Bath-Hextall F Gregory J
e-Learning, See Wharrad H Mental Health, See Strain J
Begbie F Gresty K
Nursing Issues, 31 e-Learning, 13
Benbow S
Involving Service Users and Carers, 27
Biswas P
H
Student Learning, See Jepson J Hall C
Bond C Nursing Issues, 33
e-Learning, 10 Hall N
Bowers G e-Learning, See Meerabeau L
Mental Health, See Strain J Hammick M
IPE, See Freeth D
C Harvey P
e-Learning, See Meerabeau L
Clisset P Hilton D
Involving Service Users and Carers, 27 Nursing Issues, See Hall C
Clouder L Holt J
Student Learning, 40 Student Learning, 41
Connor C Hutnik N
e-Learning, 11 Mental Health, See Strain J
Cook E
e-Learning, See Wharrad H
Crouch A
J
Nursing Issues, 32 Jeffers K
Student Learning, 42
D Jepson J
Student Learning, 43
Davies S Jones A
Nursing Issues, See Hall C Student Learning, 44
Duncan-Pitt L
e-Learning, 8
55
Jones C Poussa C
Nursing Issues, See Hall C e-Learning, See Wharrad H
Jones-Devitt S
Staff Development, 37
R
K Reeves S
IPE, See Freeth D
Koppel I Reynolds F
IPE, See Freeth D Student Learning, 45
Richardson J
Student Learning, See Tate S
L
Leeder D S
e-Learning, 14
Leonard O Sabin M
Student Learning, See Tate S Nursing Issues, 35
Lloyd M Savin-Baden M
Involving Service Users and Carers, 27 Student Learning, 46
Scammell J
e-Learning, 8
M Sills M
MacDiarmid Student Learning, See Tate S
Nursing Issues, See Hall C Smith S
McClure Student Learning, 47
Student Learning, 23 Strain J
McClure P Mental Health, 30
Student Learning, See Jeffers K
McGowan B T
e-Learning, 34
McKenna A Tate S
e-Learning, 8 Student Learning, 48
McLoughlin M Toms J
e-Learning, 8 Student Learning, See Clouder L
Meerabeau L
e-Learning, 15
Moule P
U
e-Learning, 8 Upton D
e-Learning, 17
P
Palmer S
W
Student Learning, 39 Wakefield A
Paterson J IPE, 26
Student Learning, See Tate S Weinstein J
Peacock S Mental Health, 29
e-Learning, 16 Wells C
Pitt C Student Learning, See Jepson J
e-Learning, See Bond C Wharrad H
Pollard K e-Learning, 18, 19
IPE, 21 Wilson N
Nursing Issues, 31
56
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Health Sciences and Practice Subject Centre

ISBN No. 0-9542440-8-7

Email irja.haapala@kcl.ac.uk Helen.bulpitt@kcl.ac.uk

©Higher Education Academy

Interprofessional Education (IPE).......................................................................21

Involving Service Users and Carers in Education ..............................................27

Nursing Issues ....................................................................................................31

Staff Development ..............................................................................................37

Student Learning ................................................................................................39

Mini-Project Application Process……………………………………………………… 49

The mini-project scheme is inclusive. Novice researchers and developers can

This publication presents a short description of each project with comments on

We hope that you find this publication helpful and informative.

Learning To Use The Internet As A Study Tool - How Do Available 10

Interprofessional Computer Assisted Learning. 11

An Evaluation of Web-Based PEBL for an Inter-professional Graduate 12

Using A Think-Aloud Protocol To Evaluate An On-Line Resource For 13

E-Learning Support For Interprofessional Education In Health And

An Evaluation Of Online Training In The NHS Workplace. 15

How Do Diverse Groups Of Learners In The Health Sciences Respond 16

Development Of An Online Sociology Of Health And Illness Module 17

Putting Post Registration Nursing Students Online: Important Lessons 18

Reusable Learning Objects In A Post-Registration, Nurse Prescribing 19

An Investigation Into The Factors Supporting Healthcare Education

Using Web Based Multimedia, Simulated And Virtual Practice To Assess

An Evaluation Of The Intergration Of All The Students Online In Integrated

Development, Implementation And Evaluation Of An E-Learning Module In

Scoping E-Learning; Use And Developmment In Health Sciences And

A Virtual Practice Community For Student Learning And Staff Development

Contact: Denis Anthony De Montfort University

Key Words: Allied Health Professions, E-Learning, Virtual Learning Environment

Contact: Carol Bond Bournemouth University

Contact: Colleen Connor University of Wales Institute

Published: July 2003

Key Words: E-Learning, Interprofessional Education, Virtual Learning, Evaluation,

Contact: Celia Goreham City University

Key Words: E-Learning, Interprofessional Education, Nursing, Virtual Learning

Published: November 2005

Key Words: E-Learning, Nursing

Contact: Dawn Leeder University of Cambridge

Key Words: Reusable Learning Objects, E-learning, Calculations,

Contact: Elizabeth Meerabeau University of Greenwich

Published: April 2004

Key Words: E-Learning, Work Based Learning, Bio-medical scientists

Contact: Susi Peacock Queen Margaret University

Published: January 2006

Key Words: Allied health professions, E-learning, Physiotherapy, Virtual Learning

Contact: Dominic Upton University of Worcester

Key Words: Allied Health Professions, Nutrition, Dietetics, Health Sociology,

Contact: Heather Wharrad, Elaine Cook, University of Nottingham

Key Words: Nursing, E-Learning

Contact: Heather Wharrad; University of Nottingham

Key Words: E-Learning, Nursing, Reusable Learning Objects, Non-Medical

Completed Projects in IPE Page

Interprofessional Education: Today, Yesterday and Tomorrow 23

A Critical Review of Evaluations of Interprofessional Education. 24

Evaluating Interprofessional Education: A Self-Help Guide. 25

Breaking Bad News: An Interdisciplinary Educational Development 26

Current Projects in IPE

Evaluating Student Learning In An Interprofessional Curriculum: The

Contact: Dr Helen Aveyard Oxford Brookes University

Published: March 2003

Key Words: Ethics, Interprofessional Education